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All Journal BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia Visipena Jurnal Bahasa Lingua Scientia English Language and Literature International Conference (ELLiC) Proceedings BAHTERA : Jurnal Pendidikan Bahasa dan Sastra Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Journal of English Education and Teaching (JEET) Getsempena English Education Journal Stairs: English Language Education Journal Indonesian Journal of Foreign Language Studies
Sri Sumarni
Universitas Negeri Jakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Use of Grammarly in the Academic Writing of Undergraduate Students: Advantages, Weaknesses, and Challenges (Systematic Review) Dwi Astuti; Darmahusni Darmahusni; Sri Sumarni; Muchlas Suseno
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The fact that "Grammarly" is one of the available online grammar checkers has had a quick influence on technological development. The purpose of this study was to examine the benefits, drawbacks, and difficulties of utilizing Grammarly in an academic writing course. This study used qualitative library research. The data was collected from 10 relevant articles on Google Scholar with the keyword "Grammarly, Academic Writing, and undergraduate students". The main issues addressed in this study were the benefits, weaknesses, and challenges of Grammarly in the period from 2019 to 2023 The result showed that there were six categories of advantages in using Grammarly, they were to check correctness, clarity, engagement, delivery, plagiarism, and convenience. On the contrary, the weaknesses of Grammarly were it could not be accessed without an internet connection; it needed stability of electricity and an internet connection, it needed high-speed internet connectivity to access the complete feature; it was ineffective to use Grammarly in another connected platform; it was incomplete service of free version, while it needed to pay to access the premium one; and it could not identify some proer noun.  In conclusion, applying Grammarly is recommended because it enhanced students’ writing skills for students at university, especially in Academic Writing Course.
The Effectiveness of Self-Directed Learning for English Language Education: A Systematic Literature Review Fadhilah Ramadhanty; Dasuki Dasuki; Dewinta Mandalika; Sri Sumarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Self-directed learning is a method of education in which students are in charge of their education. Self-directed learners take the initiative to determine their learning requirements, establish learning objectives, and create and carry out learning plans. To determine the potential and efficacy of self-directed learning in English language education, the goal of this research is to present and analyze the features of self-directed learning in English language education. This systematic literature review conducted 15 papers published between 2015 and 2023 that were accepted for this investigation by the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) guidelines. The results of this study suggest that self-directed learning offers significant learning potential for students. Students can plan their time accordingly. The result highlights the need for an all-encompassing educational strategy to improve student's abilities in a variety of areas, including English subject objectives like self-directed learning. The process of self-directed learning depends on motivation.
The Representation of ICT Competencies in English Language Reading Skill Modules for Open University Jody Furqon Sanjaya; Sri Sumarni
Stairs Vol 1 No 2 (2020): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.1.2.2

Abstract

The current global and national issues require students to upgrade their level of ICT competencies in this 21st century. To meet the new standard, there is a need to upgrade the development of the learning materials. Therefore, this study is aimed to portray the ICT competencies covered in the reading skill modules as a concern in addressing the issue of ICT competencies development in education. The qualitative content analysis is used as the method of this study. The main source of data is reading skills modules which are taken from four reading courses (Reading I, II, III, and IV) in Open University English Education Study Program. The results of this study show that 90 representations of ICT competencies are found and mostly represented in the form of Hypermedia, followed by Hyperlink, Multimedia (graphs, tables, and diagrams) and Communication Media (e-mail). The analysis of the table of ISTE NETS (2016) shows that Knowledge Constructor is the most dominant standard (74%), followed by Computational Thinker (16%), and Creative Communicator (10%).
Assessing Digital Competence Among Pre-Service English Language Teachers: Strengths and Weakenesses Sri Sumarni; Ifan Iskandar; Imam Santosa
Journal of English Education and Teaching Vol. 7 No. 3 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.3.613-631

Abstract

This study aimed to examine the digital competence of 102 pre-service English language teachers and identified areas of strength and weakness. A questionnaire aligned with the European Framework for Educators' Digital Competence (DigCompEdu) was used to assess self-perceived competence in various digital areas. The findings revealed strengths in organizational communication, professional collaboration, managing and sharing digital resources, guidance, collaborative and self-regulated learning, accessibility and inclusion, and digital content creation. However, reflective practice and analyzing evidence were identified as areas of relative weakness. The study highlighted the need for targeted training programs and curriculum enhancements to address these gaps. Enhancing the digital competence of pre-service teachers is crucial for effective integration of technology in language instruction. By addressing strengths and weaknesses, the study emphasized the importance of comprehensive digital education programs that go beyond assuming digital natives possess advanced skills. Improving digital competence among pre-service teachers can enhance the quality of language education and provide better learning experiences for students.
ANALYZING CRITICAL THINKING IN ENGLISH READING MATERIALS USING CAMBRIDGE LIFE COMPETENCIES FRAMEWORK mardhiyatu zakiyah; Sri Sumarni; Darmahusni Darmahusni
ELTIN Journal Vol 11 No 2 (2023): VOLUME 11, ISSUE 2, OCTOBER 2023
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v11i2.p117-130

Abstract

The research intended to analyze English reading materials in terms of critical thinking skills aspect utilizing Cambridge Life Competencies Framework for critical thinking. This research employed a content analysis study in two coursebooks. The method used to gather the data were content analysis, library research, and need analysis. While, to analyze textual data and find the most appropriate data set, the researchers employed a color-coding technique for themes and ideas. This finding revealed that two English reading textbooks accommodated 8 of the 11 components of critical thinking skills according to the Cambridge Life Competencies Framework. The eight components fall into two main parts: comprehension and analysis of concepts and arguments and evaluation of ideas and claims. However, the three components of critical thinking skills which are in one core area, namely: solving problems and making decisions have not been accommodated in all English reading materials. Thus, the study recommends that the development of English reading materials in relation to critical thinking skills that refer to Cambridge Life Competencies framework needs to be carried out so that learners are capable of thinking clearly and logically about what they desire and what they feel is the best course of action for learning reading.   Keywords: Cambridge Life Competencies Framework, Critical Thinking Skills, English Reading Materials, Seventh Graders.
Metacognition Perceived in the Education and English Language Education : A Systematic Literature Review Bernadeta Setyaningsih; Sri Sumarni2; Darmahusni Darmahusni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Metacognition as a process of thinking is essential in all areas of education and life since it requires thought on one's current position, future goals, workable solutions, and outcomes. This study aimed to investigate how metacognition was perceived in Education and English Language Education. A systematic review was conducted to explore studies presenting the perceived metacognition in both areas. Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 standards were applied to ensure the systematic analysis of the selected papers. From two databases, Publish or Perish and Google Scholar a total of 11 peer-reviewed journal publications from the years 2018 to 2023 were accessed. From the articles reviewed, the concept of metacognition was perceived as ‘understanding one's thinking; ‘awareness of own thinking’; ‘thinking about thinking’; ‘self-regulation of own thinking’; ‘awareness and understanding of own thinking’ in education; while in English Language Education, it was perceived as metacognitive knowledge; metacognitive awareness; metacognitive experiences; metacognitive strategies; cognition and others (self-regulation, autonomous learning, higher-order skills, executive skills, metacomponents, metamemory). In addition to attempting to investigate how metacognition was regarded, this study suggested educators who need to redesign relevant knowledge, skills, and character qualities for the twenty-first century learning, they have to facilitate students engage in self-reflection, learn about their learning, use prospective actions and techniques that assist transferring competences across disciplines, and learn how to change their learning and behavior based on their goals.
Addressing Needs and Challenges of Life and Career-skills in English Learning Material: A Systematic Review Abid Hakiki; Sri Sumarni; Darmahusni Darmahusni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Current issues in education have led English learning materials to incorporate 21st century skills, including life and career-skill. This study aimed to investigate the availability of life and career skills in English learning material and to address needs and challenges of the incorporation of life and career skills. A systematic review was employed to analyse studies that presented the incorporation of life and career skills in English learning material. To ensure the selected articles are thoroughly analysed, PRISMA (referred Reporting Items for Systematic review and Meta-Analyses) 2020 guidelines were utilized. A total of 15 peer-reviewed journal articles published between 2013 to 2023 were retrieved from two databases: Google Scholar and ERIC. The findings showed that life and career skills have been incorporated but somehow insufficient and need to be developed. In addition, the findings revealed that life and career skills in English learning material was highly needed because of these reasons: 1) the lack of life skill-based learning material; 2) the gap between the skills possessed and skills required; 3) the students need to compete globally; 4) the students need to train their critical thinking, collaboration and communication skill; 5) the needs of teachers’ role. Meanwhile, the findings revealed the challenges such as: 1) the limitation of time and resources 2) The difficulty to integrate all skills in the learning material; 3) The material is somehow inadequate and insufficient; 4) The English material cannot be applied to wider area; 5) Some material are difficult to understand. In conclusion, the findings provide the important insight into developing life and career-skills English learning material in Indonesia. The challenges found can be used to overcome the problem while developing English learning material.
Skill-based English Language Teaching Programs’ Issues and Merits in Higher Education: A Systematic Literature Review Febriyanti Utami; Sri Sumarni; Darmahusni Darmahusni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

Skill-based English language teaching (ELT) programs offer various learning opportunities for learners to master the skills in using the language. However, research on the challenges of such programs is still scarce in literature. Therefore, this study was aimed to examine recent research articles on the implementation of skill-based ELT programs in higher education in terms of the types of skills featured in the programs, the issues, and the merits of the programs. The study employed a systematic literature review. The reviewed articles were retrieved from 2014 to 2022 using digital paper search tools and filtered systematically using exclusion and inclusion criteria. A total of twenty-five manuscripts were included and analysed under the three key points: types of skills featured in the ELT programs, issues related to the implementation of skill-based ELT programs, and merits of the programs. The results showed that the majority of studies covered multiple skills, with only seven studies reporting one skill taught in the programs. Interestingly, there were only six studies which reported the issues of the programs, while twenty reviewed articles discussed the merits. The issues revealed from the study were categorised into those related to students, teachers, and course materials; some of which were specified as materials in the syllabuses and diverse students’ backgrounds. The study found out that the advantages of using skill-based approach in ELT outweighed the drawbacks since it could help students develop skills more accurately, deepen knowledge, improve technology literacy, accommodate their needs, and enjoy the lessons. With this study, a further investigation on the development of the program design is suggested, particularly in designing skill-based programs which enable learners to use the learned skills and knowledge in real-life situations.
A Systematic Review Of “Modern Matriarchy” Featuring The Khasi, The Mosuo, The Bribri, The Minangkabau, The Akana, The Umoja Dyah Sulistyaningrum; Siti Drivoka Sulistyaningrum; Sri Sumarni
English Language and Literature International Conference (ELLiC) Proceedings Vol 6 (2023): Transforming Paradigm, Diversity, and Challenges in English Language Learning, Linguis
Publisher : Universitas Muhammadiyah Semarang

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Abstract

The term “matriarchy” should be retained, and a new structural description should be used to describe their fundamental structure, according to this study where the hypothesis depends on diverse concentrate on surviving native human advancements' financial, social, political, and social angles (Goettner, 2018). It will be demonstrated that matriarchy is consensus-based, gender-equal communities that foster peace and sustainability. Six examples include the Mosuo of Southwest China, the BriBri of Costa Rica, the Umoja of Kenya, the Minangkabau of Indonesia, the Akana of Ghana, and the Khasi of Northeastern India. The focus of this study is not on ethnographic parallels and contrasts, but on what constitutes them “matriarchies” and how the concept can accommodate variability, expanding our understanding of these civilizations. Conclusions summarize the conversation, emphasize the topics of politic and discuss the existences of modern matriarchy in the future.
Humanism: Goals, and Beliefs addressed in English Language Teaching Programs; Literature Review Desi Yanita; Sri Sumarni
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 3 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i3.4108

Abstract

Humanism is a philosophical stance that highlights the value and ability of human beings. The presence of language in human existence cannot be seen in isolation or as without any purpose. Therefore, it is crucial to dig deeper the application of Humanism in English language teaching. This study explores the goals and beliefs of Humanism, presents the basic elements of ELT programs, and shows in what ways that goals and beliefs of Humanism has been addressed in ELT programs. A literature review was conducted, involving article collection, article reduction, display, discussion, and conclusions. The study found that goals and beliefs of Humanism are addressed in some English language teaching programs, for instance Communicative Language Teaching (CLT), Silent Way, Suggestopedia, Total Physical Response (TPR), Community Language Learning (CLL), and Task-Based Learning (TBLT). Moreover, it can be seen that the application of goals and beliefs may be wholly but also partly an element of a learning program. Acknowledging these, addressing Humanism in ELT program is varied, and recognizing these contributing factors can help challenge biases and fathom our knowledge of Humanism.
Co-Authors Abid Hakiki Agung Rinaldy Malik Bernadeta Setyaningsih Darmahusni Dasuki Dasuki Desi Yanita Dewinta Mandalika Dwi Astuti Dyah Sulistyaningrum Emzir Emzir, Emzir Fadhilah Ramadhanty Faridah Fauziyah Fauziyatul Uzma Febriyanti Utami Feira Fajar Kariena Harjanto, Almio Susetyo Ifan Iskandar Imam Santosa Jody Furqon Sanjaya Lailatul Maya mardhiyatu zakiyah Muchlas Suseno Muhamad Aziz Muslim Putri Indah Pratiwi Ratna Dewanti rinawati pelawi SITI DRIVOKA SULISTYANINGRUM Wahyu Pambayuningsih